Instructional models and strategies for teaching english language learners
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Instructional Models and Strategies for Teaching English Language Learners. Webinar – July 28, 2010 Mabel O. Rivera, PhD Ani C. Moughamian, PhD.

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Instructional models and strategies for teaching english language learners

Instructional Models and Strategies for Teaching

English Language Learners

Webinar – July 28, 2010

Mabel O. Rivera, PhD

Ani C. Moughamian, PhD


Instructional models and strategies for teaching english language learners

The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group;the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. The contents of this PowerPoint were developed under cooperative agreement S283B050034 withthe U.S. Department of Education. However, these contents do not necessarilyrepresent the policy of the Department of Education, and you should notassume endorsement by the Federal Government.2010The Center on Instruction requests that no changes be made to the content or appearance of this product.To download a copy of this document, visit www.centeroninstruction.org


Instructional models and strategies for teaching english language learners1

Instructional Models and Strategies for TeachingEnglish Language Learners

Authors

Ani C. Moughamian

Assessment and Standards Development ServicesWestEd

Mabel O. Rivera

David J. Francis

Center on Instruction English Language Learners Strand

Texas Institute for Measurement, Evaluation, and Statistics

University of Houston

http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs.pdf


Welcome

Welcome

  • Housekeeping

    • A few “Webex” items

      • Please post questions using the “chat” feature on the right side of your screen

      • Your phone was muted upon entry. Should you have a question, please “raise your hand” by pressing the “hand” button in Webex

      • We will have some time at the Instructional Models and Programs section and then again at the end of Instructional Methods and Strategies section for questions


Audience poll i which rcc are you from

Audience Poll I:Which RCC are you from?

  • Alaska

  • Appalachia (Kentucky, North Carolina, Tennessee, Virginia, West Virginia)

  • California

  • Florida and the Islands (Puerto Rico, Virgin Islands)

  • Great Lakes East (Indiana, Michigan, Ohio)

  • Great Lakes West (Illinois, Wisconsin)

  • Mid-Atlantic (Delaware, Maryland, New Jersey, Pennsylvania, DC)

  • Mid-Continent (Arkansas, Kansas, Missouri, Oklahoma)

  • New England (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont)

  • New York

  • North Central (Iowa, Minnesota, Nebraska, North Dakota, South Dakota)

  • Northwest (Idaho, Montana, Oregon, Washington, Wyoming)

  • Pacific (Hawaii, American Samoa, Mariana Islands, Micronesia, Guam, Marshall Islands, Palau)

  • Southeast (Alabama, Georgia, Louisiana, Mississippi, South Carolina)

  • Southwest (Arizona, Colorado, Nevada, New Mexico, Utah)

  • Texas


Audience poll ii what is your role

Audience Poll II: What is your role?

RCC staff member

SEA staff member

LEA staff member

Teacher/paraprofessional

State director

Administrator

Professional development staff

Other


Instructional models and strategies for teaching english language learners

Contextual Factors


Contextual factors

Contextual Factors

  • Child and family characteristics

    • a student’s language knowledge (his or her native language as well as English proficiency),

    • socio-economic status (SES)

    • acculturation into American society

    • the culture of American public school

    • age of arrival

    • immigration status (first or second generation)

  • Instructional program features

    • variation of program features as well as the fidelity of program implementation and teacher quality

  • Socio-political and cultural considerations

    • debates influence instructional decision-making


Guiding questions

Guiding questions

How long have students lived in the U.S.?

What kind of language resources are available to the students at home or in their community?

What print materials are available and in what languages?

What type of prior schooling have students received, and in what languages?

What is the students’ level of background knowledge in the content area of interest?

What assessments are available and in what languages?

What instructional resources are available in the school?

What are the experience levels of teachers? How much experience do the teachers have working with ELL students?

What are the school and community attitudes regarding bilingualism? Is this instructional program, method, or strategy research-based? Has more than one study demonstrated its effectiveness? Was research conducted on the particular population of ELLs in our school?


Instructional models and strategies for teaching english language learners

Instructional Models

and Programs


Instructional models and programs

Instructional Models and Programs


Instructional models and programs1

Instructional Models and Programs


Poll iii which of these programs are offered in your state s

Poll III: Which of these programs are offered in your state(s)?

English-only

Bilingual

Bilingual with transitional support


Instructional models and programs2

Instructional Models and Programs


Instructional models and strategies for teaching english language learners

Research on

Language of Instruction


Research

Research

  • Differences in academic outcomes based on the language of instruction

    • Mixed results

      • Slavin & Cheung, 2005

      • August & Shanahan, 2006


Questions thus far

Questions thus far?

If you have questions that you have not typed into the chat box, feel free to “raise your hand” using the Webex “hand” tool and we will un-mute your phone so we can hear your question.


Instructional models and strategies for teaching english language learners

Instructional Methods

and Strategies


Overview poll iv

Overview & Poll IV

  • Demonstrated effectiveness in helping ELLs build L2 proficiency

  • CALLA

  • Two English-only

    • SIOP

    • SDAIE

  • Two dual language/transitional

    • BCIRC

    • ILTIP


Calla

CALLA

Cognitive Academic Language Learning Approach

Focus on secondary-level ELLs and above

Uses cognitive learning theory

Integrates academic content instruction with explicit instruction in language

Generate student reflection

Multiple opportunities to practice authentic language


Calla cycle of instruction

CALLA Cycle of Instruction

Preparation

Presentation

Practice

Evaluation

Expansion


Instructional models and strategies for teaching english language learners

SIOP

Sheltered Instruction Observation Protocol

Measures sheltered instruction

Provides a model for lesson planning of academic English skills

Makes academic content more understandable

Builds on traditional sheltered instruction strategies


Siop essential elements

SIOP Essential Elements

Preparation

Building background knowledge

Comprehensible input

Strategies

Interaction

Practice and application

Lesson delivery

Review and assessment


Sdaie

SDAIE

Specially Designed Academic Instruction in English

Provide ELLs access to core curriculum and promotes English language development

Grows out of work by Krashen (1982)

Focuses on ELLs with intermediate-level knowledge of English

Uses realia, manipulatives, visuals, and peer interaction


Bcirc

BCIRC

Bilingual Cooperative Integrated Reading and Composition

Uses explicit instruction in reading comprehension, language and literacy activities, and integrated language arts and writing tasks

Designed for grades 2-5

Build background knowledge and vocabulary

Multiple opportunities to develop English

Use language knowledge to scaffold English


Features of bcirc

Features of BCIRC

Grouping and teaming

Basal-related activities

Assessment

Homework


Iltip

ILTIP

  • Improving Literacy Transitional Instructional Program

  • Four-year transition program

  • Begins in 2nd and 3rd grades through 5th grade

  • Four theoretical principles:

    • Provide academic challenges

    • Ensure continuity

    • Make connections

    • Comprehensive, multi-dimensional, focused


Transition stages of iltip

Transition Stages of ILTIP

  • Pre-transition

    • Grades 2-3

  • Transition I

    • Grade 4

  • Transition II

    • Grade 5

  • Uses literature study, skill-building elements, and English language development


Conclusions

Conclusions

  • Type of instructional program can positively influence language development

  • Mixed findings: Need further research to clarify which programs work best

  • Three key points (Goldenberg, 2008)

    • Incorporating instruction in ELLs first language promotes literacy achievement in English

    • Instructional strategies that are effective for monolingual English speakers are also effective for ELLs

    • Instructional strategies may need to be modified for ELLs


Recommendations

Recommendations

  • Focus on language and literacy needs of ELLs

  • Ensure use of the most effective instructional strategies and curricula, taking into account the specific needs of ELLs

  • Effective strategies:

    • Focus on oral language development

    • Use cooperative learning

    • Use explicit instruction in English literacy

    • Use differentiated instruction

    • Use graphic organizers

    • Focus on academic language


Questions

Questions?

  • Mabel Rivera

    • [email protected]

    • 832-843-7007

  • Ani Moughamian

    • [email protected]

    • 415-615-3286

      Please take our exit survey:

      http://www.surveymonkey.com/s/D9MYQCN


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